The Use of Mental Imagery in Improving the Simultaneous and Successive Processing Abilities of Grade V Learners with Learning Disorders of Reading and Written Expression

Abstract:

This study forms part of a series of studies on the use of mental imagery in learning.
Preliminary data suggests that high mental imagery techniques are as effective as
phonological based techniques in the remediation of the English language abilities of learners
with difficulties in reading and written expression, and may lead to greater improvements
where children have previously not learned using phonic approaches to learning to read,
write and spell. Preliminary data further suggest that cognitive improvements, which cannot
be explained purely by maturation factors, are also apparent as a result. The primary focus of
this study was to investigate the effectiveness of high mental imagery techniques in
improving the simultaneous and successive processing abilities of Grade V learners with
learning disorders of reading and written expression. It also aimed to explore the usefulness
of mental imagery techniques in improving the English spelling, reading and writing abilities
of these learners.
Eight Grade V learners attending a remedial primary school were selected to participate in
this study. These learners were those who, in view of their scholastic history, were
considered to be ‘treatment resisters’, implying that they had progressed poorly and had not
responded well to other forms of traditional remedial intervention received in improving their
English language abilities. Each participant’s cognitive, spelling, reading and writing abilities
were pre and post tested utilising various psycho-educational and cognitive psychological
assessment tools and their phonic skills were analysed. The sample received six months of
bi-weekly individual remedial tuition in accordance with the remedial intervention strategy
of the study group to which the participants had been randomly assigned. Four participants
were tutored via high mental imagery techniques (experimental group) and four participants
tutored utilising a phonological approach, forming the contrast group.
Aggregated case study methodology was utilised to analyse the data. The results of this pilot
study suggest that high mental imagery techniques are useful in improving the successive and
simultaneous processing abilities and reading, spelling and writing skills of learners suffering
learning disorders of reading and written expression. It should be noted that statistical
analysis of the results was not undertaken owing to the small numbers of participants
comprising the sample. However, when results obtained were analysed on a case by case basis as well as through aggregated case contrasts, there were strong indications to suggest
that the gains made by the those participants tutored using high mental imagery techniques
exceeded those of participants tutored in phonological techniques.

Description:

Student Number : 9702858G -
MA research report -
School of Human and Community Development -
Faculty of Humanities